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Year 3 Blog

Introduction

Welcome to Lydgate Junior School.

We aim to ensure that all children receive a high quality, enjoyable and exciting education.

We feel that our school is a true reflection of the community we serve. Lydgate children are well motivated and come from a range of social and cultural backgrounds. Within the school community we appreciate the richness of experience that the children bring to school. This enhances the learning experiences of everyone and it also gives all pupils the opportunity to develop respect and tolerance for each other by working and playing together. We want your child's time at Lydgate to be memorable for the right reasons - that is, a happy, fulfilling and successful period of his/her childhood.

Yours sincerely,
Stuart Jones

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Introduction

Welcome to Year 3!

The Y3 teachers are Mrs Dutton & Mrs de Brouwer (3D/dB), Miss Hayden (3RH), Mrs Holden (3SH) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Miss Mahon, Mr Bartholomew, Mrs Dawes and Miss Kania.

We will use this blog to keep you up-to-date with all the exciting things that we do in Year 3, share some of the things that the children learn and show you some of their fantastic work. We hope you enjoy reading it!

The Y3 team.


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Introduction

Welcome to the Y4 blog. 

The Y4 team consists of the following teachers: Mrs Purdom in Y4JP, Mrs Smith and Mrs Smith (yes, that's right) in Y4SS, Mrs Wymer in Y4CW and Mrs Drury in Y4JD. The children are also supported by our teaching assistants: Mrs Proctor, Mrs Cooper, Mrs Mulqueen, Mrs Allen, Mrs Hill and Mr Gartrell. We have help from Ms Reasbeck, Miss Lee and Mrs Grimsley too. What a team!

We know that the question children are mostly asked when they arrive home is 'What did you do today?' The response is often 'nothing'! Well, here is where you can find out what 'nothing' looks like. In our weekly blogs your children will share with you what they have been getting up to and show some of the wonderful work they have been doing. Check in each weekend for our latest news.


Latest Curriculum Topics List

Introduction

Welcome to the Year 5 Blog page.

The Year 5 teaching team consists of: Mrs Loosley (5NL), Miss Cunningham (5EC),  Mrs Ridsdale and Mrs Webb (5W/R) and Mr Bradshaw (5BB).  The children are also supported by our teaching assistants: Mr Swain, Mr Jenkinson, Mrs Hornsey and Mrs Allen. We have help from Mr Jones, Miss Lee, Ms Grimsley and Ms Reasbeck too. What a fantastic team!

Our PE days are Tuesday (indoor) and Wednesday (outdoor): the children need to wear their PE kits for school on those days. 

Spellings are sent home every Monday, to learn ready for a spelling dictation each Friday. 

Homework books (maths and SPaG) will be sent home once a week - the days will be decided by the class teachers who will let their classes know. They will have a whole week to complete the homework tasks. 

In our weekly blogs, the children will share some of the things they have been doing at school. Check in each weekend for the latest Y5 news!


The Year 5 Team

Latest Curriculum Topics List

Introduction

We are the children in Y6 at Lydgate Junior School. There are 120 of us and our teachers are: Mrs Shaw and Mrs Watkinson (Y6S/W); Mrs Rougvie and Mrs Jones (Y6R/J); Mrs Phillips (Y6CP); and Miss Norris (Y6HN). Also teaching in Year 6 are: Miss Lee (Thursday in Y6R/J); Mrs Farrell (Thursday  in Y6HN); Mrs Grimsley (Thursday in Y6CP); and Mr Jones (Thursday inY6S/W).We are also very lucky to be helped by Mrs Hill, Mrs Mulqueen and Mr Gartrell. We use this space to share all of the great things that are happening in our classrooms. Join us each week on our learning journey....

Latest Curriculum Topics List

02 Mar 2020

Money notation and number lines

In our maths lessons, we have been working with money. We have worked on counting money, adding and subtracting shopping bills and working out change.

The Y3 team made a decision this year to write amounts of money as, for example, £3 and 52p instead of £3.52. The reason for this is that the children are not introduced to decimal notation until Year 4 and we have often found that they can be confused when recording money. This is particularly true for amounts such as £1.05 as children have often, mistakenly, written £1.5 instead. This is possibly because they read it as "one pound five". Writing it as £1 and 5p stops this added confusion (it makes them say "one pound and five pence" - a small but important difference), and allows us to concentrate on understanding how to calculate with money.

The children will record money as decimal notation from Year 4 onwards when they understand what it means.

Today, we have worked on using number lines to show how we count on to find change. The children have enjoyed pretending to buy items in our Lydgate shops! One way to practise this skill at home could be to set up a pretend shop, label the prices and then invite the family to 'buy' some things.

Here are a few examples of the 'change' number lines:

... (Read More)
20 Oct 2017

Solving Problems

We have been solving some problems in maths lessons this week.

First, we became detectives and solved the case of the missing numbers! We were given clues and had to find which numbers they were. For example, we were told:

The sum of the two numbers is 24.

The difference between the two numbers is 4.

We wrote down the pairs of numbers that make 24, then guessed which pair had a difference of 4. If it was wrong, we just tried a different pair of numbers until we'd cracked the case!

It was a lot of fun and we realised that it is okay to get the answers wrong sometimes because it can help you to find the right answers.

Another problem we solved was 'Magic Vs' (nrich.maths.org/6274). Although the addition was easy for us, we found that we had to spend a lot of time finding different solutions and tried to explain our reasoning.

Here are some of our thoughts on this problem:

"I found one that worked, then I just swapped the numbers round to find other ones." - Daniel

"It was easy once you got started because you could find lots of solutions from one base." - Jude

"I noticed that it had to be an odd number at the bottom because we were using more odd numbers. When I try the numbers 2-6 I think it will have to be an even number because there are more even numbers."  - Ellie

"I found adding the numbers easy, but it was hard to think of a new one that worked each time" - Eddie
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19 Feb 2016

Equivalent fractions

Before the half term holiday, we set Y3 a homework task which asked the children to make a poster to show what they have learnt about equivalent fractions in school.

Today, we shared the children's amazing work. We were so impressed with the different, imaginative ways they thought of to represent fractions that are worth the same amount. Some children drew diagrams or pictures of food (pizza was popular!), some children represented fractions using Lego and some children cut up real food!  One person painted a canvas to show their diagram. Great work Y3!

Here are just a few of the posters we shared:

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26 Nov 2015

Maths reasoning

In Y3, we have been working on our understanding of multiplication and division. Today, we worked in groups to look at a series of statements and decide whether they are 'always true', 'sometimes true' or 'never true'. We had some interesting discussions and thought a lot about how the operations of multiplication and division. We tried drawing pictures and writing explanations to show why we chose to place the statements in those places.

We started off by looking at a statement '5 can't be divided by 10' together as a class. At first, some children thought that this is not true because division always has to start with the biggest number. We drew five objects, but then we decided that if these objects were bars of chocolate to be shared between 10 people, then we could cut each one in half. Five divided by ten is half each!

Then Thomas wrote 5 ÷ 10 = 0.5 and we realised that numbers can be divided by 10 by moving the digits one place to the right.

However, Lola pointed out that the objects we started with could be something we can't split in half like bricks or children, so the children all agreed that this statement is 'sometimes true'.

 

We then worked in small groups to sort some other statements. Here are some of the explanations we came up with:

 

 

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14 Oct 2015

Maths Discussion

The children in Y3 have been working on mental calculation methods this half term.

In one recent lesson, they worked in small groups to look at some cards with different calculations on them and discuss how they worked out the answers. They had some great, efficient methods to share.

They were then asked to sort the cards in some way. Some children chose to place their cards in order from the smallest to the largest answer, some children sorted them into two groups according to whether the answers were odd or even, and some children sorted them into groups according to how many tens were in the answers.

One group discussion particularly impressed their teacher. Lola, Toby M, Evie, Louis and Joseph decided to sort their cards into the groups 'multiples of 5', 'multiples of 2' and 'multiples of 3'. They quickly realised that some cards would fit into more than one group and the groups would need to overlap each other. They then found that the number 30 belongs in all three groups. They were left with the numbers 19, 23 and 31 that didn't fit into any of the groups. They couldn't think of a group to place these in and Lola realised that these must be prime numbers. They enjoyed sharing what they had found out with the class.

... (Read More)
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